BEd Secondary Mathematics (Untrained/Model B)

Introduction

Refine your approach to teaching at the secondary level with the BEd Secondary. This programme is offered in collaboration with the Department of Educational Studies, Mona and is designed to improve the quality of teaching and learning at the secondary schools. It uses the blended learning approach which is ideal for in-service teachers to make use of training opportunities while continuing with their careers. The BEd secondary offers majors in:

• Language Education: English/Literature

• Mathematics Education

• Literacy Studies

This option (Model B) is for candidates without a teaching Diploma/Certificate who are working as a pre-trained teacher. In order to qualify for this programme candidates must have A levels/CAPE or its equivalent. On acceptance candidates must identify a school at the Secondary level in which they will be able to teach and conduct their Field Study/Practicum during their field experience.Courses assessed through a traditional face-to-face examination will be conducted in the UWI Open Campus Country Site. This part time programme allows teachers to work, study and apply knowledge gained immediately. Part-time students are not allowed to take more than 9 credits in each semester.

Who is this programme for?

This programme is specifically designed for Caribbean secondary school teachers who wish to upgrade their academic qualifications using flexible methods and accessible technology.

Programme Structure

Courses are delivered online and students must have access to a computer and to the Internet. Online orientation is conducted before the start of the programme.

For candidates with a Teachers’ College Diploma, this programme of study shall consist of a minimum of 66 units and for candidates without a Teachers’ College Diploma, this programme of study consists of a minimum of 90 units.

Each programme of study and includes varied courses in the following:

• Courses in Foundations of Education and Educational Theory

• University Foundation courses

• Courses in Subject Teaching or such other specializations as may be prescribed

• Courses outside the School of Education

• Practicum or Fieldwork

• A written report in the area of the professional specialization

Award of the Degree

To be awarded an undergraduate degree you must achieve a minimum GPA of 1.0. This means that it is possible to pass all the courses in your programme and not receive your certificate because your GPA is under 1.0.

When will the programme start?

This programme starts in August and normally runs for three (3) years (teacher-trained) or four (4) years (not teacher-trained) including summers.

Entry Requirements

Applicants are required to have an acceptable pass in English Language CXC-CSEC, GCE ‘O’ Level or an acceptable equivalent AND satisfy ONE of the following requirements:

This course is intended to provide the student with an initial understanding of differential and integral calculus and its applications.

EDME1002

Geometry

This course is the prerequisite to EDME2201,EDME2203.

This course aims to allow teachers to appreciate the nature, purposes and history of Geometry in various forms in describing and working on properties of space.

EDME1001

Algebra

This course is the prerequisite to EDME2201, EDME2204, EDME3201, EDME3202.

This course aims to give teachers some understanding of the nature of algebra and to develop skills and techniques common to CPE and A Level syllabuses which will be required for later mathematics courses.

EDPS1003

Psychological Issues in the Classroom

This course is the prerequisite to EDPS2003

In this course students will examine certain classroom events and case studies with a view to develop their analytical skills, and thereby come to appreciate how knowledge of psychology can inform their classroom behaviour.

EDTL1021

Planning for Teaching

The beginning teacher will explore the range of methods and procedures which can be used in teaching; demonstrate skills in unit and lesson planning; develop skills in teaching through team planning and in micro-teaching; reflect and refine methods of instruction; demonstrate skills in oral and written evaluation of their peer’s teaching and their own teaching experiences.

EDTL1020

Introduction to Teaching and Learning

This course will acquaint pre-service teachers with the multi-faceted nature of the Caribbean classrooms; sensitize them to the need for careful analysis of personal as well as professional experience; increase their powers of observation and ability to reflect on the nature of teaching; develop their ability to engage in oral and written evaluations of experience and observation.

EDCE2025

Introduction to Computer Technology in Education

This is an Education core course and must be taken in the first year of the programme.

In this course students will be able to acquire knowledge of computer, how the computer affects teaching and learning. It will also enable them to use the computer as a tool for manipulation of text, numbers and graphics; creating presentations; publishing; and information transfer.

FOUN1001

English for Academic Purposes

Level 2

EDPS2003

Motivation and the Teacher

EDME2203

Analytic Geometry and Trigonometry

In this course the student will develop skills in the complex number system, trigonometry and the analytic geometry. Analytic geometry is a 17th century development that bridges the areas of geometry and algebra. It calls for the use of algebraic expressions to define geometric shapes such as points, lines, circles, etc. Geometries will be considered with an emphasis on problem solving.

This course provides an introduction to issues of learning generally and Mathematics learning in particular. Each member of the course will work closely with an individual learner over a period of several weeks.

EDMA2217

Analyzing Mathematics Teaching

This course is the prerequisite to EDMA3217.

This course is designed to give participants insights of effective ways of presenting school mathematics to students in the lower grades at secondary schools. It builds on the content taught in EDMA2213 and EDMA2214 and highlights significant issues that emerge in mathematics teaching and learning. The course provides opportunities for the participants to plan for mathematics teaching and to critique mathematics teaching through the use of videotaped lessons with a view to having the participants reflect on their own teaching and to consider ways of improving their practice.

EDMA2214

The Nature and Scope of Mathematics

This course is the prerequisite to EDMA2217, EDMA3206 & EDMA3205.

The purpose of this course is to extend students’ knowledge of mathematics working in a variety of ways, which will include the use of graphic calculators and computers. In carrying out this work, students will be encouraged to think about the experience of learning mathematics and consider the implications of this for their work as teachers.

EDTL2020

School Based Experience I

This course is intended for students without previous teacher training providing opportunities to study key aspects of school life and to gain some initial teaching experience in their specialist fields.

This course seeks to provide a conceptual framework that can be used for curriculum analysis and decision-making by exposing students to different views of the major curriculum elements and the dynamic nature of the curriculum process. It also seek to expose students to psychological and sociological influence on the curriculum as well as how change occurs in and through the curriculum.

FOUN1301

Law, Governance, Economy and Society

Level 3

EDME3204

Abstract Algebra

This course provides students with a better understanding of the rules governing the basic algebraic operations that are performed in various number systems. Students will also be introduced to the proofs of some fundamental facts.

In this course, participants will be exposed to educational research studies and literature that have explored some of these issues with a view to gaining a deeper understanding of the issues and developing action plans for their own practice in relation to these issues and others.

Understand and articulate the rationale for educational measurement and evaluation

Understand the classification of objectives and their use in the table of specification

Appreciate and utilize the use the table of specification in compiling a test

Be sensitized to specified alternative assessment measures

Understand and use statistics in a testing and measurement environment

Appreciate the need for and application of valid data collection instruments

Examine and value standardized testing for educational assessment

Understand the value and need for simple classroom research study

EDPH2024

Issues and Perspectives in Education

This course seeks to develop the students’ understanding of the interplay of forces which affect teaching and learning and influence educational practice and policy. Students should thereby come to appreciate the critical and dynamic role they play as the educators of the citizens of tomorrow.

Core

EDME3204

Abstract Algebra

This course provides students with a better understanding of the rules governing the basic algebraic operations that are performed in various number systems. Students will also be introduced to the proofs of some fundamental facts.

This course is a continuation of Calculus II. Students will be exposed to a more rigorous treatment of fundamental concepts, such as limits and convergence in order to provide them with a deeper understanding of the important role played by these concepts in Calculus.

This course follows on from Calculus I and is intended to provide students with an intuitive understanding of differential and integral calculus and its applications. This provides students with the additional tools needed to tackle problems involving integration and differentiation.

This is a 6-credt course –taught across 2 semesters. Semester 2 entails a practical component as well as submission of an action research.

This course is designed to aid in the understanding of the role of the teacher as a learner, researcher, self evaluator and reflective practitioner. It provides an opportunity for students to apply their knowledge of the teaching learning process in implementing an innovative teaching experiment to address a problem in their classrooms, to reflect critically on the experience and to write a report which informs their future practice.

FOUN1101

Caribbean Civilisation

This coursed is designed to develop an awareness of the main process of cultural development in Caribbean societies, highlighting the factors, the problematic and the creative output that have fed the emergence of Caribbean identities. It seeks to develop a perception of the Caribbean as wider than island nations or linguistic blocs as well as to stimulate students’ interest in, and commitment to Caribbean civilization and to further their self-determination.

With nearly 50 locations across the Caribbean, the UWI Open Campus, assists the University with providing virtual and physical access to accredited programmes, courses and other support services to students wherever they are.